Percepción de la Virtualización de la Asignatura de Anatomía Humana Normal y Embriología en Pandemia / Perception of the Virtualization of the Subject of Normal Human Anatomy and Embriology in a Pandemic

Debido a la pandemia y las restricciones en cuanto a la presencialidad, diferentes metodologías de aprendizaje debieron ser exploradas e implementadas para virtualizar los contenidos en la asignatura de Anatomía. El objetivo de este trabajo fue evaluar la percepción de los docentes y alumnos con respecto a las metodologías utilizadas en la virtualización de dicha asignatura. Estudio observacional- descriptivo, con enfoque cuantitativo. La población de estudio correspondió a una muestra por conveniencia constituida por 57 alumnos y 4 docentes pertenecientes a la asignatura de Anatomía Humana Normal y Embriología de la carrera de Odontología, Universidad Andrés Bello, sede Viña del Mar, dictada el año 2021. Dichos participantes contestaron un cuestionario validado que contemplaba preguntas cerradas con escala de Likert de 5 niveles, considerando las dimensiones de aprendizaje, motivación y rendimiento, y preguntas de calificación para conocer la percepción sobre las estrategias y recursos utilizados. Los alumnos perciben positivamente todos los recursos digitales, destacando el Manual de Anatomía Humana Normal, siendo el aprendizaje, la dimensión mejor evaluada. La estrategia activa mejor percibida en cuanto a las 3 dimensiones corresponde a método de casos. Por el contrario, las clases invertidas fueron percibidas negativamente en todas las dimensiones. En relación a los docentes, el recurso digital mejor percibido fue videos y cápsulas, destacando la dimensión motivación. Las estrategias activas mejor evaluadas fueron método de casos y clases invertidas. Pese a haber una percepción positiva con respecto a la virtualización, no hay concordancia entre las estrategias activas y recursos digitales mejor evaluados entre docentes y alumnos.

SUMMARY: As a result of the pandemic and the restrictions regarding in person attendance, different learning methodologies had to be explored and implemented to virtualize the contents in the Anatomy subject. The objective of this study was to evaluate the perception of teachers and students regarding the methodologies used in the virtualization of this subject. An observational-descriptive study with a quantitative approach was carried out. The study population was a convenience sample made up of 57 students and 4 teachers of the Normal Human Anatomy and Embryology subject of the Dentistry degree, Universidad Andrés Bello, Viña del Mar campus during 2021. These participants answered a validated questionnaire that included closed questions with a 5-level Likert scale, considering learning dimensions, motivation and performance, and qualifying questions to find out the perception of the strategies and resources used. Students positively perceive all digital resources, highlighting the Normal Human Anatomy Manual, with learning being the best evaluated dimension. The best perceived active strategy in terms of the 3 dimensions corresponds to the case method. In contrast, the inverted classes were perceived negatively in all dimensions. In relation to teachers, the best perceived digital resource was videos and capsules, highlighting the motivation dimension. The best evaluated active strategies were the case method and inverted classes. Despite having a positive perception regarding virtualization, there is no agreement between the best evaluated active strategies and digital resources among teachers and students.

A national survey of dental hygiene faculty perspectives on diversity, equity, and inclusion.

PURPOSE/OBJECTIVES: To investigate potential unconscious bias among dental hygiene educators and identify baseline perceptions of race and racism. METHODS: Dental hygiene programs in the USA were clustered into 4 geographic regions from which 2 programs were sampled from each region. The 20-item, Color-Blind Racial Attitudes Scale (CoBRAS) electronic survey was sent to educators from each of the selected programs in 2022. The CoBRAS instrument measures contemporary racism and stereotyping in 3 subcategories: Unawareness of Racial Privilege, Institutional Discrimination, and Blatant Racial Issues. Scores range from 20-120, with higher scores indicating elevated levels of denial of racism. Descriptive statistics and one-way ANOVA were performed. The level of significance was set to α = 0.05. RESULTS: Of the 172 potential respondents, 89 (52%) completed all of the survey questions. The majority of the respondents were White, female and from the Northeast (74.2%, 93.3%, and 61.8% respectively). The mean CoBRAS score (55.73) indicated moderate levels of color-blind racial attitudes. Race was a significant variable in perceptions of racial dynamics and racism with statistically significant differences between groups by race and ethnicity as demonstrated by one-way ANOVA (F[6,82] = 3.469, p = 0.004). CONCLUSIONS: Moderate levels of color-blind racial attitudes among dental hygiene educators were found, indicating a presence of cognitive aspects of stereotyping related to race. The demographic data collected adds to the existing evidence of a lack of diversity among dental hygiene faculty.

Percepção dos docentes de um curso de Odontologia sobre a terapia a laserde baixa intensidade / Perception of the professors of a Dentistry School about low intensity laser therapy

A tendência da Odontologia é a incorporação de métodos menos invasivos.Por isso, acredita-se que a terapia a laserde baixa intensidade (TLBI) seja uma opção de tratamento, na medida em que apresenta efeitos benéficos comprovados. O presente estudo tem o objetivo de traçar o padrão de ensino e a percepção dosprofessores sobre o uso de terapia a laserde baixa intensidade no curso degraduação em Odontologia da Universidade Federal do Espírito Santo.Além disso, busca analisar a presença da disciplina de laserterapia nos cursos de Odontologia brasileiros.A pesquisa foi realizada a partir de um estudo analítico, transversal e descritivo, com a aplicação de um questionário a44 professores da Odontologiada Universidade Federal do Espírito Santo. A partir deste estudo obteve-se que 9% de todo corpo docente afirmou utilizar o laserem alguma das atividades das disciplinasque ministram, sendo que esta baixa porcentagem foi justificada pelos professores devido à falta de recurso financeiro para obtenção dos aparelhos. Foi observado que a maior parte do corpo docente já teve conhecimento sobre o laser, sendo 45,4% durante a pós-graduação. Quando avaliada a estrutura curricular das 461instituições de ensino superior brasileiras de Odontologia em atividade, 13 oferecem a disciplina de laserterapia em sua matriz curricular.Pode-se concluir que existe um considerável nível de conhecimento sobre o laserentre os docentes. Porém, nota-se pouca disseminação de informação nas diferentes disciplinas do curso estudado (AU).

There is a tendency in Dentistry to incorporate less invasive methods of treatment. Therefore, since it has proven beneficial effects, it is believed that low-intensity laser therapy (LILT) can be a treatment option. The objective of this study is to outline the teaching pattern and perception of professors about their knowledge in the use of low -intensity laser therapy in Dentistry at the Federal University of Espírito Santo. In addition, it seeks to analyze the presence of Laser Therapy programs in the Dentistry Schools in Brazil. The research was carried out from an analytical, transversal and descriptive study. A questionnaire was applied to 44 professors of the course of Dentistry at the Federal University of Espírito Santo. From this study, it was found that 9% of all professors claimed to use the laser in some of the teaching activities. This percentage was justified by then due to the lack of financial resources to obtain the devices. It was observed that most of the professors had knowledge about the laser. According to 45.4% of then, this knowledge was acquired during the post-graduation. When evaluating the curricular structure of the courses of Dentistry at Brazilian Universities it was found that from the 461 in activity, 13 offer the disciplineof laser therapy. It can be concluded that there is a considerable level of knowledge about the laser among professors. However, there is little knowledge transmission in the different disciplines of the course studied (AU).

Empathy in Professors and Students of a School of Dentistry in the Caribbean

Abstract Objective: To estimate and compare the levels of empathy between undergraduate dentistry students and professors at a university in the Dominican Republic. Material and Methods: Cross-sectional and descriptive study. The studied population consisted of two groups. The first: students of the Dentistry Career (N=520; n=335: 64.42% of total students) were distributed in two areas, basic-preclinical and clinical, while the second group corresponded of teachers who work in both areas (N=92; n=56; 60.87% of all teachers). The total sample was n = 391. The Jefferson Scale of Physician Empathy (S-Version) was used. Reliability was estimated using Cronbach's α and intraclass correlation coefficient, descriptive statistics, two-way analysis of variance, Tukey's test, effect size, and power of the test. Significance level: α≤0.05 and β≤0.20. Results: The empathy and dimension values were, in general, higher in the professors of the clinical area in relation to the other areas studied, with the exception of the compassionate care dimension. Conclusion: The finding that clinical teachers have a greater value of empathy is potentially an advantage for training students, especially in the clinical area (AU).

Experiências e percepções de discentes e docentes de odontologia sobre as aulas remotas durante a pandemia de COVID-19 / Experiences and perception of dentistry students and professors regarding online classes during the COVID-19 pandemic

O presente estudo objetivoudescrever a percepção de docentes e discentes de Odontologia sobre as atividades desenvolvidas nos ambientes virtuaisde aprendizagemdurante o período de isolamento social. Professores e estudantes dequatro cursosde Odontologia foram convidados a responderaum questionário autoaplicável, contendo questões objetivas e subjetivas arespeito de suas experiências e sensações em relação às atividades.Tanto docentes quanto discentes consideram que o aprendizado nesse período foi inferior ao presencial, contudo, concordam com a manutenção das aulas virtuais durante o período da pandemia (AU).

The present study aimed to describe the perception of Dentistry professors and students regarding the activities developed in virtual environments during the period of social isolation. Through self-administered questionnaires, professors and students from four Dentistry courses were invited to answer objective and subjective questions about their experiences and sensations during the period. Both professors and students consider that the learning in this period was inferior to the face-to-face, however, they agree with the maintenance of the virtual classes during the pandemic period (AU).

Technology acceptance by professors and adherence of undergraduate dental students to virtual classes during COVID-19 pandemic / Aceitação de tecnologia por professores e adesão de alunos de graduação em Odontologia a aulas virtuais durante a pandemia COVID-19

The aim of this study wastoanalyse the acceptance of technology by professors and the adherence of dental students to virtual teachingduring the social distancing period due to the coronavirus disease (COVID-19) pandemic. This was a retrospective observational cross-sectional study that involved the anonymous opinion of dental schoolprofessors. After each virtual class, the professorsfilled out the e-questionnaire aboutthe remote activities(discipline identification, method used, number of students, satisfaction of the professor, and a technology acceptance model questionnaire) performed between 18 March and 18 May (60 days of virtualisation of theoretical classes during interruption of face-to-face classes). This study showed a good acceptability of this learning technologyby professors(TAM score 81.82 ± 11.79). During the pandemic, live video conferencing classes (n = 632, 63.6%) were the most preferred method of teachingby professors, followed by previously recorded video lessons (n = 403, 40.5%). Theacceptability of professors was strongly associated with the perception of the quality of interaction (p <0.001).Higherstudentparticipation was significantly associated with live videoconference classes (p = 0.019).Prioravailability of articles or documents for study (p = 0.028)andthe absence of technological complications during the virtual classes (p = 0.003)significantly increased acceptability.In conclusion, the virtual class technology usedduring the COVID-19pandemic period was well accepted by professors at a dental school and had good adherence by students, especially in videoconferencing classes (AU).

O objetivo deste estudo foi analisar a aceitação da tecnologia por professores e a adesão dos alunos de odontologia ao ensino virtual durante o período de distanciamento social devido à pandemia do coronavírus (COVID-19). Este foi um estudo transversal observacional retrospectivo que envolveu a opinião anônima de professores de escolasde odontologia. Após cada aula virtual, os professores preencheram um questionário sobre as atividades remotas (identificação da disciplina, método utilizado, número de alunos, satisfação do professor e questionário do modelo de aceitação de tecnologia) realizado entre 18 de março e 18 de maio (60 dias de virtualização das aulas teóricas durante a interrupção das aulas presenciais). Este estudo mostrou uma boa aceitabilidade desta tecnologia de aprendizagem pelos professores (pontuação TAM 81,82 ± 11,79). Durante a pandemia, aulas de videoconferência ao vivo (n = 632, 63,6%) foram o método de ensino preferido pelos professores, seguido por vídeo aulas previamente gravadas (n = 403, 40,5%). A aceitabilidade dos professores esteve fortemente associada à percepção da qualidade da interação (p <0,001). A maior participação dos alunos foi significativamente associada às aulas de videoconferência (p = 0,019). A disponibilidade prévia de artigos ou documentos para estudo (p = 0,028) e a ausência de complicações tecnológicas durante as aulas virtuais (p = 0,003) aumentaram significativamente a aceitabilidade. Concluindo, a tecnologia da aula virtual usada durante o período pandêmico do COVID-19 foi bem aceita pelos professores de uma faculdade de odontologia e teve boa aderência dos alunos, principalmente nas aulas de videoconferência (AU).

Photodynamic therapy procedures in coronavirus (COVID-19) outbreak: perception of health risks among clinical dental faculty and dental students.

OBJECTIVE: The aim of the study was to investigate clinical faculty members and final year dentistry students' perceptions regarding their health concerns and risks of performing photodynamic therapy (PDT) procedure in dental clinics amidst the COVID-19 pandemic. SUBJECTS AND METHODS: A 21-item questionnaire comprising open and closed questions was sent to dental faculty members (n=43) and final year dentistry students (n=99) of Riyadh Elm University during mid-January 2021 that ended only after two weeks. The survey included health risks perception of performing PDT procedures, the impact of the COVID-19 outbreak on PDT performance and stress levels, perceived efficacy of the preventive steps, perception of the effect of the probable suspension of PDT procedure in dental clinics, and influence of alternative teaching methods of PDT procedure on clinical competence were reported. RESULTS: A response rate of 82% for faculty members (n=35) and 75% for students (n=74) was recorded. 91% of faculty members and 95% of students felt that their health was not at risk during performing PDT procedure in dental clinics amidst the COVID-19. 82% of faculty and 83% of students expressed that the PPE and universal preventive steps to perform PDT procedure were enough for preventing the cross-infection with the virus. 89% of faculty members and 91% of students thought that a provisional suspension of PDT procedures in dental clinics would assist in containment of the virus and reduce the infection risk from the contact and not the PDT procedure. CONCLUSIONS: Students and faculty members reported that their health is not at risk while performing PDT procedure in dental clinics amidst the COVID-19 outbreak.

Behavior change due to COVID-19 among dental academics-The theory of planned behavior: Stresses, worries, training, and pandemic severity.

OBJECTIVE: COVID-19 pandemic led to major life changes. We assessed the psychological impact of COVID-19 on dental academics globally and on changes in their behaviors. METHODS: We invited dental academics to complete a cross-sectional, online survey from March to May 2020. The survey was based on the Theory of Planned Behavior (TPB). The survey collected data on participants' stress levels (using the Impact of Event Scale), attitude (fears, and worries because of COVID-19 extracted by Principal Component Analysis (PCA), perceived control (resulting from training on public health emergencies), norms (country-level COVID-19 fatality rate), and personal and professional backgrounds. We used multilevel regression models to assess the association between the study outcome variables (frequent handwashing and avoidance of crowded places) and explanatory variables (stress, attitude, perceived control and norms). RESULTS: 1862 academics from 28 countries participated in the survey (response rate = 11.3%). Of those, 53.4% were female, 32.9% were <46 years old and 9.9% had severe stress. PCA extracted three main factors: fear of infection, worries because of professional responsibilities, and worries because of restricted mobility. These factors had significant dose-dependent association with stress and were significantly associated with more frequent handwashing by dental academics (B = 0.56, 0.33, and 0.34) and avoiding crowded places (B = 0.55, 0.30, and 0.28). Low country fatality rates were significantly associated with more handwashing (B = -2.82) and avoiding crowded places (B = -6.61). Training on public health emergencies was not significantly associated with behavior change (B = -0.01 and -0.11). CONCLUSIONS: COVID-19 had a considerable psychological impact on dental academics. There was a direct, dose-dependent association between change in behaviors and worries but no association between these changes and training on public health emergencies. More change in behaviors was associated with lower country COVID-19 fatality rates. Fears and stresses were associated with greater adoption of preventive measures against the pandemic.

What makes an online problem-based group successful? A learning analytics study using social network analysis.

BACKGROUND: Although there is a wealth of research focusing on PBL, most studies employ self-reports, surveys, and interviews as data collection methods and have an exclusive focus on students. There is little research that has studied interactivity in online PBL settings through the lens of Social Network Analysis (SNA) to explore both student and teacher factors that could help monitor and possibly proactively support PBL groups. This study adopts SNA to investigate how groups, tutors and individual student's interactivity variables correlate with group performance and whether the interactivity variables could be used to predict group performance. METHODS: We do so by analyzing 60 groups' work in 12 courses in dental education (598 students). The interaction data were extracted from a Moodle-based online learning platform to construct the aggregate networks of each group. SNA variables were calculated at the group level, students' level and tutor's level. We then performed correlation tests and multiple regression analysis using SNA measures and performance data. RESULTS: The findings demonstrate that certain interaction variables are indicative of a well-performing group; particularly the quantity of interactions, active and reciprocal interactions among students, and group cohesion measures (transitivity and reciprocity). A more dominating role for teachers may be a negative sign of group performance. Finally, a stepwise multiple regression test demonstrated that SNA centrality measures could be used to predict group performance. A significant equation was found, F (4, 55) = 49.1, p < 0.01, with an R2 of 0.76. Tutor Eigen centrality, user count, and centralization outdegree were all statistically significant and negative. However, reciprocity in the group was a positive predictor of group improvement. CONCLUSIONS: The findings of this study emphasized the importance of interactions, equal participation and inclusion of all group members, and reciprocity and group cohesion as predictors of a functioning group. Furthermore, SNA could be used to monitor online PBL groups, identify important quantitative data that helps predict and potentially support groups to function and co-regulate, which would improve the outcome of interacting groups in PBL. The information offered by SNA requires relatively little effort to analyze and could help educators get valuable insights about their groups and individual collaborators.

Conocimiento sobre consentimiento informado en docentes, estudiantes y pacientes de la carrera de odontología / Knowledge on informed consent in teachers, students and patients of the faculty of dentistry

Determinar el nivel de conocimiento respecto al procedimiento de consentimiento informado que presenta una muestra de docentes, estudiantes y pacientes odontológicos. Se aplicó un cuestionario anónimo a 271 estudiantes, 58 docentes y 260 pacientes de una Clínica Odontológica Universitaria. El análisis de datos se realizó aplicando el test chi-cuadrado. Los estudiantes, en su mayoría, presentan un conocimiento alto sobre CI. Un 60,61 % de los docentes muestran un grado de conocimiento regular y un 39,39 % presenta conocimiento alto. Los pacientes, en su mayoría, presentan un conocimiento regular (58,41 %). Es importante aumentar la investigación del tema y la formación continua que introduzca conocimientos sobre autonomía del paciente. De esta manera, crearemos conciencia en los docentes del área y fortaleceremos el conocimiento de las nuevas generaciones, contribuyendo al cumplimiento de nuestro mandato legal y la contribución al ejercicio pleno del derecho a la autonomía de nuestros pacientes.

The objective of this study was to determine the level of knowledge regarding the Informed Consent procedure presented in a sample of teachers, students and dental patients. An anonymous questionnaire was applied to 271 students, 58 teachers and 260 patients of a Teaching Dental Clinic. The data analysis was performed by applying the chi-square test. The majority of the students have a high knowledge. 60.61 % of the teachers show a level of regular knowledge and 39.39 % show a high knowledge. Most of the patients show a regular knowledge (58.41 %). It is important to increase both the research of the subject and the continuous training that introduces knowledge about patient autonomy. In this way, we will raise awareness among teachers in the area and strengthen the knowledge of new generations, contributing our legal mandate and the full exercise of the right to autonomy of our patients.

Empathy Levels of Dental Faculty and Students: A Survey Study at an Academic Dental Institution in Chile.

A successful health care provider may be described as a clinician capable of establishing a comprehensive diagnosis including identifying related risk factors. However, an equally important quality a clinician should possess is the ability to understand the experiences and feelings of others to allow better communication for better outcomes. It is likely that faculty empathy levels influence students' ability to demonstrate this attribute. The aim of this study was to assess the levels of empathy of dental faculty members relative to dental students at the Universidad San Sebastian in Chile. Using a cross-sectional design of survey-collected data collected with the Jefferson Scale of Empathy, the authors compared the perceptions of the dental faculty involved in teaching fourth- and fifth-year dental students (n=116) to the perceptions of basic and preclinical students (n=346) and clinical students (n=189). The data were collected in 2016-17. The results showed that the mean faculty scores were higher than that of the students in compassionate care (90.1%) and perspective adoption (89.7%); however, for putting oneself in the other's shoes, the faculty had a lower score (57.8%) than the clinical students (58.2%). Future investigations are needed to understand the impact of faculty empathy scores on students and whether pedagogical interventions can increase empathy scores.

Knowledge, attitude and compliance of infection control guidelines among dental faculty members and students in KSU.

BACKGROUND: Infection is one of the most crucial problems in health care services worldwide. It is considered one of the most important causes of morbidity and mortality associated with clinical, diagnostic and therapeutic procedures. Therefore, the purpose of this study was to investigate knowledge, attitude, and compliance with recommended infection control guidelines among dental faculty members and students at King Saud University, Riyadh, Kingdom of Saudi Arabia. METHODS: A cross-sectional study was conducted to obtain information regarding knowledge, attitude, and compliance with recommended infection control guidelines. The sample (n = 317) comprised of dental faculty members and students (3rd, 4th and 5th year) in both male and female campuses of College of Dentistry (KSU). This questionnaire contained three parts (knowledge, attitude, and compliance) and was distributed to the participants. After validation of the survey, data were collected, entered and analyzed by SPSS software. RESULTS: A total of 317 dental faculty members and students participated in this study. Out of the total study subjects, 141 (44.5%) were female and 176 (55.5%) were male. A comparison between dental faculty members and students was made based on their knowledge, attitude, and compliance, which resulted in almost equal percentages of knowledge (49.6, 49.0% respectively). In addition, it revealed that faculty members' attitude toward infection control in the dental clinic was more positive compared to their compliance with the infection control guidelines (70.6, 65.2% respectively) while with the students it was vice versa (67.2, 69.6% respectively). There is no statistically significant difference in the knowledge and attitude of dental faculty members and students regarding infection control guidelines (P > 0.05). CONCLUSION: Our study showed that dental undergraduate student and faculty members at KSU demonstrated a good adherence to infection control guidelines. On the other hand, there was a lack in the knowledge of the basics of infection control standards.

Emotional Intelligence as a Predictor of Dental Hygiene Clinical Teaching Effectiveness.

The development of strong interpersonal relationships between clinical instructors and students has been found to contribute to clinical teaching effectiveness (CTE). In addition, strong interpersonal relationships are more likely to occur in individuals who possess a high level of emotional intelligence (EI). However, an examination of the impact of a clinical instructor's EI on CTE has not been extensively investigated. The aims of this study were to measure the CTE and EI of dental hygiene clinical instructors and to identify any correlations between their CTE and EI. In this cross-sectional quantitative study conducted in 2017, dental hygiene clinical instructors in selected U.S. dental hygiene programs were invited to complete two online assessments: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). Demographic data collected from participants was also included in the exploratory data analysis. A total of 42 clinical instructors from programs in 19 states completed both the MSCEIT and the NCTEI. The results showed statistically significant correlations between negative clinical teaching behaviors and MSCEIT outcomes. These results suggest that emotional intelligence may be linked to dental hygiene clinical instructors' teaching effectiveness, with low emotional intelligence being a predictor of negative teaching behaviors.

Values related to professionalism in dental education at the University of Chile: Student and faculty perceptions.

OBJECTIVE: It is recognised that professionalism should play a central role in dental education. However, its implementation into the curricula of dental schools is still limited. Our objective was to identify the main values related to professionalism based on the perceptions of students and faculty members from the Faculty of Dentistry, University of Chile. METHODS: A Dental Values Survey was validated and culturally adapted in order to guarantee the greatest possible internal validity. The adapted survey was administered to students and faculty members (416 and 225, respectively). The final survey contained 64 items rated on a Likert scale of 1-5. Each item was categorised according to five dimensions: Altruism, Consciousness, Personal Satisfaction, Quality of Life and Professional Status. The values were compared between faculty and students and among students at different courses. A values scale was constructed by selecting the five items with the highest average score for each dimension. RESULTS: Survey respondents composed 34.32% of the universe, of which 50.46% were faculty and 49.54% were students. Values associated with Altruism, Consciousness and Professional Status, were the highest rated by students and faculty. Values associated with Personal Satisfaction and Quality of Life received the lowest scores for both groups. CONCLUSIONS: To provide the best possible attention to patients (Consciousness), and that patients have access to affordable dental care (Altruism), are the values at the top of our scale. On the other hand, to maintain financial stability and to be well paid (Quality of Life) were the less considered.

Student and faculty perspectives of a faculty-student mentoring programme in a dental school.

PURPOSE/OBJECTIVES: In addition to an established peer mentoring programme, the Louisiana State University Health Sciences Center, School of Dentistry introduced a faculty-student mentoring programme, the first-year dental student (D1)-Faculty Guide Program, in 2013. The intent of the D1-Guide Program was to provide faculty mentorship for D1 students. The purpose of this study was to evaluate the outcomes of the programme and identify areas for improvement. METHODS: Faculty members, D2 and D3 students were surveyed regarding their experiences and perceptions of the D1-Guide Program with a seven question and 12 question survey, respectively, via Survey Monkey® and data were analysed. RESULTS: The response rate for the students and faculty was 61% and 64%, respectively. The majority of faculty (92%) felt comfortable serving as a guide to the D1 students with 79% of those surveyed having served as a guide for 3 or 4 years. The majority of students (81%) felt that the D1-Guide Program provided mentoring that was not redundant to existing peer mentoring and valuable to their acclimation to dental school. CONCLUSIONS: Despite adding additional duties for faculty and students, the D1-Guide Program was considered valuable during the student's first year of dental school with encouragement to continue the programme. The programme helped establish a student-faculty rapport beyond the boundaries of the classroom.

Assessing the Professional Identity of Dental School Faculty: An Exploratory Study.

Experts have argued that dental education needs to shift from a teacher-centered paradigm to a learner-centered paradigm. Assisting faculty members to self-identify as educators may be a key to reaching that goal. The aim of this exploratory study was to assess how dental faculty members described their professional identity (educator or clinician) and the effect of their self-defined identity on their motivation to pursue professional development as educators. A 14-question anonymous survey was distributed electronically to all 536 part-time and full-time dental faculty members at two U.S. dental schools; 114 responses were recorded for a 21.5% response rate. Just over half of the survey respondents (53.5%, n=61) self-identified as educators, and the other 46.5% (n=53) self-identified as clinicians. A lower percentage of the self-identified clinicians were full-time employees (37.3%, n=25) than the self-identified educators (60.7%, n=42); the difference was statistically significant (p=0.0143). Among respondents who self-identified as educators, 53.2% (n=25) had taken four or more courses on teaching vs. 24.2% (n=8) of those who self-identified as clinicians (p=0.0321). Also, 50% (n=30) of the self-identified educators prioritized future teaching courses as their continuing education plan vs. 20.8% (n=11) of the self-identified clinicians (p=0.0013), and 49.2% (n=30) of the self-identified educators had attended at least one ADEA Annual Session vs. 15.4% (n=8) of the self-identified clinicians (p=0.0011); both of those differences were statistically significant. This study found that only about half of the respondents from two dental schools self-identified as educators, but nearly all viewed learning about teaching concepts and techniques as very or somewhat important. Administrators can use these findings to promote their faculty training initiatives and find ways to encourage and support educator identification.

An International Survey of Female Dental Students' Perceptions About Gender Bias and Sexual Misconduct at Four Dental Schools.

As women enter the dental profession in increasing numbers in North America and around the world, the questions of how they perceive their environment and what kind of barriers they face are important subjects to be addressed. The aim of this study was to assess and compare women dental students' perceptions of bias in their environment and experiences of sexual misconduct at one dental school in each of four countries. In spring 2017, 1,293 female students at four dental schools in the U.S., Bulgaria, Brazil, and India were invited to participate in a 24-item survey developed by researchers from the four countries; 990 students responded (response rate 76.6%). The overall majority of the respondents reported thinking the admissions process at their school was fair (79.7%); but a fifth of U.S. and Brazilian students perceived their school was not fully embracing of females, with most Bulgarian students agreeing (87.2%) and all Indian students disagreeing. Most respondents overall perceived that male faculty members did not favor male students (79.5%) and did not think there was discrimination against female students by faculty (87.1%), but half of the U.S. respondents reported feeling discriminated against by both male faculty and male students. When the responses "I've been verbally harassed" and "I've been somewhat verbally harassed" were combined, 10.1% of the U.S. respondents reported verbal harassment, compared to 20% of Brazilian, 15% of Bulgarian, and 2% of Indian respondents. When the responses "I've been sexually assaulted" and "I've been somewhat sexually assaulted" were combined, 6% of U.S. respondents reported being sexually assaulted, compared to 6.2% of Brazilian, 2.5% of Bulgarian, and none of the Indian respondents. Almost half (46.9%) of these students overall perceived their school was not or only somewhat vigilant about issues of sexual misconduct, and only 54% said they would feel comfortable or very comfortable reporting misconduct. These results suggest that academic dental institutions in all four countries need improvements to make their environments more equitable and free of bias and sexual misconduct.

Comparison of Dental Students' Self-Evaluation and Faculty Evaluation of Communication Skills During a Standardized Patient Exercise.

The aims of this retrospective study, conducted in 2017, were to explore dental students' perceptions of their first standardized patient encounters and to assess the relationship between students' self-evaluation and faculty members' evaluation of students' communication skills in those encounters. Data from a simulation training laboratory at one U.S. dental school were obtained for all 46 second-year students, who had a standardized patient communication learning session. The students had completed self-evaluations before and after a debriefing with a clinical psychology and/or social work faculty member and three or four student peers. The faculty members had also completed evaluations of the students' communications skills. The results showed that the students found the standardized patient encounter helpful. The students rated "making an introduction" most positively. Students had a weighted Kappa agreement of 0.22 (p=0.024) with the faculty evaluations on their post-debriefing evaluation of overall communication skills, which was within the 0.21-0.40 range of fair agreement. This study found that, during their first standardized patient simulation exercise, the second-year students rated their overall communication skills in fair agreement with the faculty member after debriefing.

Should Endodontic Residents Be Educated About IV-Sedation? Endodontics Program Directors' and Endodontists' Perspectives.

The aims of the two studies reported here were to assess endodontic postgraduate program directors' educational efforts and attitudes related to educating residents about intravenous (IV) sedation (Study 1) and to assess endodontists' educational experiences and attitudes concerning IV-sedation (Study 2). Directors of all 56 U.S. endodontic residency programs and a sample of 2,173 endodontists in the U.S. were invited to participate in the surveys in 2016 and 2017; 31 directors completed the survey (response rate 55%), as did 616 endodontists (response rate 28.3%). Of the participating programs, 18 did not and 13 did offer IV-sedation education. Most directors of programs without this education agreed/strongly agreed that other programs in their institutions offered IV-sedation (83%) and that none of their faculty were trained to teach it (83%). Most directors of programs with this education were satisfied/very satisfied with their classroom-based education about IV-sedation (64%) and this education in general (54%). Directors of programs with IV-sedation education agreed more strongly than directors of programs without IV-sedation education that there is a need for IV-sedation in endodontics (on five-point scale with 1=disagree strongly: 4.08 vs. 3.39; p=0.05), that postgraduate programs should offer it (3.50 vs. 2.71; p=0.04), and that many patients inquire about it (2.75 vs.1.83; p=0.04). Most of the endodontists disagreed/disagreed strongly that they had received adequate training in IV-sedation in their postgraduate program (87%) and were not satisfied with their IV-sedation training (71%); half (51%) reported not feeling competent answering patients' questions about IV-sedation. While most of the endodontists were dissatisfied with their IV-sedation related postgraduate education, most of the program directors did not offer IV-sedation education in their programs. A discussion of the need to educate future endodontists about IV-sedation is needed.

Evaluating Point-of-Care HIV Screening in Dental Hygiene Education Settings: Patient, Faculty, and Student Perspectives.

Although HIV screening is needed at a wider range of sites, dentists have shown reluctance to incorporate screening in their practices, but dental hygiene settings may be better suited for such screenings. The aim of this mixed-methods study was to determine the feasibility and acceptability of point-of-care (POC) HIV screening in dental hygiene education community settings from the patient, faculty, and student perspectives. After training, dental hygiene students and faculty at a Canadian dental school offered POC HIV screening to patients as part of routine dental hygiene care over 36 weeks at four sites in 2015-16. Of the 199 patients offered screening, 78 agreed; no positive results were found. Of the 199 patients, 97 completed an 11-item survey (49% response rate), with 80 (82%) agreeing HIV screening was within the scope of practice of a dental professional. Of the 57 patients who were screened, 48 (84%) agreed POC HIV screening should be part of regular dental check-ups, and 52 (91%) perceived dental settings were appropriate sites for screening. The main reasons for patients' agreeing to screening were that it was free and convenient and the results were delivered quickly. Those who refused screening had been tested recently or did not perceive themselves at risk for HIV. In two focus groups with 12 dental hygiene students, one focus group with five faculty members, and individual interviews with five other faculty members, participants agreed on the importance of offering POC HIV screening in the dental setting as a public health service. Faculty members thought students were well prepared and increased in confidence with testing. Students expressed a desire to offer screening throughout their careers and to educate patients about the importance of HIV testing.